Reading Reflection and Hypothesis of Student Types

When I started reading in Kise, my first reaction was how great it was that author suggested that instead of reading the book cover to cover reading it in the order that will most benefit your needs. Then I remembered the “J” in me would prevent me from skipping around anyways! One of my personal goals as we go through this course will be to revisit chapters past as necessary to make improvements in my lesson plans.

As I was reading about ability and flow, I immediately thought about my reading intervention. I  am always looking for new ways to keep them interested in what they are doing, while still working on skills that they need to be practicing. With middle school students, it can be hard to get their interest back in an intervention setting if they are used to skill drills that they have come to dislike so much. I think that looking at the students through their personality types will give me new ideas to help them succeed, instead of just focusing on which intervention program I think matches their skill level needs.

Throughout the reading, I was still trying to decide if I am more extravert or introvert. Looking through chapter 2 I found that some of the “Common traps for introverted teachers” sound like things that I know I am always working on. For example, I have two Extraverted students that always need to say what is on their mind the minute they think of it. Often I have thought of it as rude blurting out, but given how relevant it often is to the conversation, it makes more sense looking at it through their personality type.

Looking through the rest of chapter 2, I felt that the S, T, and J were much more descriptive of who I am as a person and a teacher. I really enjoyed reading about the traps that we might fall into and thinking of my own students to see if I react the same way in those situations. I know I am often very critical of what I do as a teacher, because there is still so much to learn.

I felt that reading through chapter 3 made it even easier to see if I was an introvert or an extrovert. While I do tend to be more of an extrovert at work, as a student and at home I am an introvert. Two of the behavior clues that stuck out to me were on page 25: annoyed by interruptions, and enjoying reading and writing more than discussions. I also looked on page 31, where ISTJ seemed to describe me much better than the ESTJ found on page 34.

As I was reading through the descriptions in chapter 3, I felt like I could put student names almost instantly to the description of each type that was provided. I also thought it was interesting to read the opposite profile of my own- as Kise suggested. I found that this profile closely matches a student of mine that I have really struggled to understand.

When deciding which two students I would look at closely, one jumped out at me right away. “Josh” has been one of my most challenging students to work with this year. He was the first name I learned and seems to be a challenge in every classroom he enters. When you spend time with him one-on-one, it is easy to see what a great kid he is. The classroom setting seems to bring out a different side of him.

My hypothesis for Josh’s type would be ENTJ. I first went through each type individually, and then compared it to the overall view on page 34. I found many things that match Josh’s personality on this page, confirming my thoughts. Josh can be very argumentative, and often shows abrasiveness towards not just teachers, but his peers as well. If Josh doesn’t think he is going to do well at something, he may shut down before even giving the assignment a chance. However, if Josh is challenged within his abilities, he can produce fantastic work. Josh does well when he can be in charge of something. I have found recently that Josh is doing better with a new plan that was put in place where he can clearly see what is expected of him, and there is a consistent reward or consequence for following those expectations.

As I was choosing my second student, I worked to pick someone very different than Josh. I started by thinking of my students who are introverts. The student I settled on actually turned out to be completely opposite of Josh even though I wasn’t planning it that way. My hypothesis for “Tim’s” type would be ISFP.  Tim is very quiet, and takes time to think through everything before saying it out loud. He does well when given positive feedback and I take time to notice the little details that he adds. Tim is quick to pick things up if he can see how they relate to his life or things that he is interested in, and has a hard time if he doesn’t find these connections. It is easy to think that Tim might be daydreaming or disconnected, but if you get him talking about something he cares about- like snowmobiling- you can learn so much more about him.

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2 responses to “Reading Reflection and Hypothesis of Student Types

  1. Brittany, I love this post. Sometimes it is really hard to determine whether one is “this” or “that” (as in your E-I preference), and I love how you used clues from the Common Traps to help you figure it out. And it’s true that we are often one way at work and another at home, so it sounds like you have a solid understanding of how the dichotomies work. The booklet I gave you at our last class (“Profile of Your MBTI Results”) also has descriptions of each type, so perhaps that can be helpful as well.

  2. There is lots of information in the writing. I enjoyed reading as the words helped me formulate a plan for my writing.

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